what is cohort identity? references why does it matter? influencing factors enhancement strategies...
TRANSCRIPT
Enhancing Cohort Identity in Legal EducationJeffrey Wale
What is Cohort Identity?
References
Why does it matter? Influencing Factors Enhancement Strategies What works?
Identity, belonging and engagement are the key to student retention and success (Thomas 2012)
Macro
o External factors (NSS, Legal Regulators, Government)
o BU Recruitment Policies
o BU Student Enhancement Themes (flexible, employable & global)
o BU Operational Policies & Physical Environment
o Academic Labour
Meso
o Discipline
o School & Faculty
o Programme
o Unit
o Workload & staffing levels
Micro
o Pedagogic beliefs
o Age, study & cultural background of individual students
(Developed from Fanghanel 2007)
.
o Early group assessment
o Early opportunities for collaborative work
o Fostering professional identity, team behaviours & vocational pathways.
o Early vocational support/ training & networking
o Group based assessment with a pass/fail outcome
o Meaningful interaction between students & tutors (small class size, informal & formal contact, clear tutor base)
o Facilitating and supporting peer relations
o Facilitating social contact via BU Law Society/undergraduate reps
o Active & separate representatives for full and part time students
o Linked to notions of student belonging and engagement.
o Identity by community, institution, learning group/subject or intended vocation?
o For example, Identity as:o A student in Higher
Educationo A BU studento A BU student in the Faculty
or School of ..o A BU law studento A BU law student on the
LLB, GDL etco A BU law student in seminar
group…o As a BU International
student etc
o Student Engagement:
o As a deliberate attempt by institutions to involve/ empower students in shaping their learning experience (HEFCE 2008 in Trowler 2010)
o But students are the ultimate agents in this process (Coates 2005 in
Trowler 2010)
Student belonging/identity/engagement is achieved through:
o Supportive peer relations
o Meaningful interaction between staff and students
o Developing knowledge, confidence and identity as successful HE learners
o An HE experience relevant to students’ interests and future goals
What works? (Thomas 2012)
o Mainstream interventions
o Proactive & developmental NOT reactive
o Relevant
o Well tried & appropriate media
o Collaborative
o Monitored
o Pre-entry: microsite – preparation for course
o Intensive Induction process
o Week 1: legal careers day (trainees & local employers, opportunity to meet other law students & each other)
o 3 week intensive starter unit for FT & PT students: o Skills focuso 3 pass/fail assessments (1
group presentation, 1 MCQ & 1 written case note)
o Early feedbacko Careers sessions
o Ongoing collaborative work:o WIKIso Presentationso Posters – shared revision
o Peer to peer Feedback:o Own worko Past students work
o Law benefits from:o A strong disciplinary beliefo A clear regulatory environmento Clear vocational pathwayso High uptake to the legal
profession
Fanghanel, J, 2007, Investigating UniversityLecturers’ Pedagogical Constructs in the Working Context, HEAThomas, L, 2012, Building Student Engagement & Belonging in Higher Education at a Time of Change, HEFCETrowler, V, 2010, Student Engagement Literature Review, HEA